32,272 research outputs found
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Computerization of workflows, guidelines and care pathways: a review of implementation challenges for process-oriented health information systems
There is a need to integrate the various theoretical frameworks and formalisms for modeling clinical guidelines, workflows, and pathways, in order to move beyond providing support for individual clinical decisions and toward the provision of process-oriented, patient-centered, health information systems (HIS). In this review, we analyze the challenges in developing process-oriented HIS that formally model guidelines, workflows, and care pathways. A qualitative meta-synthesis was performed on studies published in English between 1995 and 2010 that addressed the modeling process and reported the exposition of a new methodology, model, system implementation, or system architecture. Thematic analysis, principal component analysis (PCA) and data visualisation techniques were used to identify and cluster the underlying implementation âchallengeâ themes. One hundred and eight relevant studies were selected for review. Twenty-five underlying âchallengeâ themes were identified. These were clustered into 10 distinct groups, from which a conceptual model of the implementation process was developed. We found that the development of systems supporting individual clinical decisions is evolving toward the implementation of adaptable care pathways on the semantic web, incorporating formal, clinical, and organizational ontologies, and the use of workflow management systems. These architectures now need to be implemented and evaluated on a wider scale within clinical settings
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Qualitative research and its place in psychological science
In discussing the place of diverse qualitative research within psychological science, the authors highlight the potential permeability of the quantitative-qualitative boundary and identify different ways of increasing communication between researchers specializing in different methods. Explicating diversity within qualitative research is facilitated, initially, through documenting the range of qualitative data collection and analytic methods available. The authors then consider the notion of paradigmatic frame and review debates on the current and future positioning of qualitative research within psychological science. In so doing, the authors argue that the different ways in which the concept of paradigm can be interpreted allow them to challenge the idea that diverse research paradigms are prima facie incommensurate. Further, reviewing the ways in which proponents of qualitative research are seeking to reconfigure the links between paradigms helps the authors to envisage how communication between research communities can be enhanced. This critical review allows the authors to systematize possible configurations for research practice in psychology on a continuum of paradigm integration and to specify associated criteria for judging intermethod coherence
Development of multiple media documents
Development of documents in multiple media involves activities in three different
fields, the technical, the discoursive and the procedural. The major development problems of
artifact complexity, cognitive processes, design basis and working context are located where these
fields overlap. Pending the emergence of a unified approach to design, any method must allow for
development at the three levels of discourse structure, media disposition and composition, and
presentation. Related work concerned with generalised discourse structures, structured
documents, production methods for existing multiple media artifacts, and hypertext design offer
some partial forms of assistance at different levels. Desirable characteristics of a multimedia
design method will include three phases of production, a variety of possible actions with media
elements, an underlying discoursive structure, and explicit comparates for review
SHAPING A CONSTRUCTIVIST VIEW OF ORGANIZATIONAL DESIGN SCIENCE
The so-called rigorârelevance gap appears unbridgeable in the classical view o organization science, which is based on the physical sciences' model. Constructivist scholar have also pointed out a certain inadequacy of this model of science for organization research but they have not offered an explicit, alternative model of science. Responding to this lack, this paper brings together the two separate paradigmati perspectives of constructivist epistemologies and of organizational design science, and show how they could jointly constitute the ingredients of a constructivism-founded scientifi paradigm for organization research. Further, the paper highlights that, in this constructivis view of organizational design science, knowledge can be generated and used in ways that ar mutually enriching for academia and practice.constructivist epistemological paradigms; sciences of the artificial; design sciences;interpretive methods; rigor
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Unpacking capabilities underlying design (thinking) process
Engineering graduates must know how to frame and solve non-routine problems. While design classes explicitly teach problem framing and solving, it is lacking throughout much of the rest of the engineering curriculum and is often relegated to capstone classes at the end of the studentsâ educational experience. This paper explores problem framing and solving through the lens of experiential learning theory. It captures core problem framing and solving approaches from critical, design and systems thinking and concludes with a table of learning outcomes that might be drawn upon in designing an engineering curriculum that more fully develops the problem framing and solving capabilities of its students
Developing multiliteracies with digital games and digital literature in a college-level English course with first language and second language learners
Digital technology has had an increasing presence in the lives of children and young adults over the last 20 years. The American, non-profit organization Common Sense Media claims that 89% of teens now own a cellphone while 70% use social media multiple times a day (Rideout & Robb, 2018). Similarly, in Canada, Statistics Canada reports that 96% of young people use the Internet on a daily basis or own their own smartphone (Statistics Canada, 2018, p.13). As a result of this, recent calls for critical education in regards to social and digital media argue for the importance of 21st century media and literacy skills (Butler, 2017; Storksdieck, 2016). These calls join a chorus of academics who have long been calling for the importance of multiliteracy development in education (Cope & Kalantzis, 2000; Gee & Hayes, 2011; Lankshear & Knobel, 2011; New London Group, 1996). In searching for texts that may facilitate multiliteracy development, digital games has emerged as an option in formal education, given the complex critical thinking, learning, and literacy practices they can afford (Beavis, O'Mara, & McNeice, 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). Similarly, recent scholarship has discussed using digital games in language and literature courses, particularly L2 environments, demonstrating how digital games can increase motivation, vocabulary attainment, and provide other linguistic benefits (Guerrero, 2011; Vahdat & Behbahani, 2013; Yang & Chen, 2012). Despite these claims, little research, has demonstrated the ways in which such texts can engender multiliteracies in both L1 and L2 environments. The study presented here sought to explore the multitliterate affordances when using digital literature and digital games for L1 and L2 learners at an English first language college in Quebec. 23 students participated in the qualitative, exploratory, design-based research study conducted in an English literature class. Results show that the implications of using digital games to engender multiliteracy development are substantive. Moreover, the studyâs findings indicate that students were able to apply literary concepts through playing these games, as well as interrogate terms such as empathy, multimodality, and procedural rhetoric. Therefore, digital games can be understood as convergent texts (Jenkins, 2006) in that they afford a multitude of literacies, engagement, reflexivity, and lend themselves to critical, literary analysis. However, more research is needed, particularly on the specific ways these texts might be integrated into the classroom so that teachers are provided with detailed information on how to teach with them.Au cours des 20 derniĂšres annĂ©es, une prĂ©sence accrue de la technologie numĂ©rique sâest
manifestée dans la vie des enfants et des jeunes adultes. L'organisation à but non lucratif
américaine Common Sense Media affirme que 89 % des adolescents possÚdent désormais un
téléphone portable, tandis que 70 % utilisent les médias sociaux plusieurs fois par jour (Rideout
et Robb, 2018, p. 8). De mĂȘme, au Canada, Statistique Canada rapporte que 96 % des jeunes
utilisent Internet quotidiennement ou possÚdent leur propre téléphone intelligent (Statistique
Canada, 2018, p. 13). En conséquence, les récents appels au bénéfice d'une éducation critique en
matiÚre de médias sociaux et numériques plaident en faveur de l'importance des compétences en
matiÚre de médias et de littératies du XXIe siÚcle (Butler, 2017; Storksdieck, 2016). Ces appels
rejoignent un groupe de chercheurs qui revendiquent depuis longtemps l'importance du
développement des multilittératies en éducation (Cope et Kalantzis, 2000; Gee et Hayes, 2011;
Lankshear et Knobel, 2011; New London Group, 1996). Parmi les textes qui peuvent faciliter le
développement des multilittératies, les jeux numériques représentent une option possible en
Ă©ducation, compte tenu de leurs possibilitĂ©s de susciter la pensĂ©e critique ainsi que dâautres
pratiques multilittéraires complexes (Beavis, O'Mara et McNeice, 2012; Gee, 2007; Salen &
Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). De mĂȘme, des travaux rĂ©cents ont portĂ©
sur l'utilisation de jeux numériques dans les cours de langue et de littérature, en particulier dans
des situations dâapprentissages de L2, dĂ©montrant ainsi comment les jeux numĂ©riques peuvent
augmenter la motivation, l'acquisition du vocabulaire et d'autres avantages linguistiques
(Guerrero, 2011; Vahdat & Behbahani, 2013; Yang et Chen, 2007, 2012). En dépit de ces
affirmations, peu de recherches ont démontré la maniÚre dont de tels textes peuvent engendrer les
multilittératies dans les environnements de L1 et L2. L'étude présentée ici cherchait à explorer les
avantages des multilittératies, lors de l'utilisation de la littérature numérique et des jeux
numériques dans un collÚge anglophone au Québec. Vingt-trois étudiants ont participé à une
étude qualitative, exploratoire, basée sur une recherche orientée sur la conception (design-based
research) en éducation, dans un cours de littérature anglaise. Les résultats montrent que les
consĂ©quences de lâutilisation des jeux numĂ©riques pour gĂ©nĂ©rer un dĂ©veloppement en
multilittératie sont considérables. De plus, les conclusions des recherches indiquent que les
étudiants parviennent à appliquer les concepts de littératie dans leurs jeux numériques en
revisitant certains termes tels que : empathie, multimodalité et rhétorique procédurale, tout en les
questionnant. Par consĂ©quent, les jeux numĂ©riques peuvent ĂȘtre apprĂ©hendĂ©s comme des textes
convergents (Jenkins, 2006) dans la mesure oĂč ils permettent une multitude de littĂ©raties de
mĂȘme quâun engagement et une rĂ©flexivitĂ© accrus en se prĂȘtant Ă une analyse littĂ©raire critique.
Cependant, des recherches supplĂ©mentaires sâavĂšrent nĂ©cessaires, en particulier sur les moyens
prĂ©cis dâintĂ©grer ces textes dans la classe afin que les enseignants disposent dâinformations
détaillées sur la maniÚre de les utiliser dans leur enseignement
Methods for anticipating governance breakdown and violent conflict
In this paper, authors Sarah Bressan, HĂ„vard Mokleiv NygĂ„rd, and Dominic Seefeldt present the evolution and state of the art of both quantitative forecasting and scenario-based foresight methods that can be applied to help prevent governance breakdown and violent conflict in Europeâs neighbourhood. In the quantitative section, they describe the different phases of conflict forecasting in political science and outline which methodological gaps EU-LISTCOâs quantitative sub-national prediction tool will address to forecast tipping points for violent conflict and governance breakdown. The qualitative section explains EU-LISTCOâs scenario-based foresight methodology for identifying potential tipping points. After comparing both approaches, the authors discuss opportunities for methodological advancements across the boundaries of quantitative forecasting and scenario-based foresight, as well as how they can inform the design of strategic policy options
Reaching Cognitive Consensus with Improvisational Agents
A common approach to interactive narrative involves imbuing the computer with all of the potential story pre- authored story experiences (e.g. as beats, plot points, planning operators, etc.). This has resulted in an accepted paradigm where stories are not created by or with the user; rather, the user is given piecemeal access to the story from the gatekeeper of story knowledge: the computer (e.g. as an AI drama manager). This article describes a formal process that provides for the equal co-creation of story-rich experiences, where neither the user nor computer is in a privileged position in an interactive narrative. It describes a new formal approach that acts as a first step for the realtime co-creation of narrative in games that rely on the negotiated shared mental model between a human actor and an AI improv agent
Assessing collaborative learning: big data, analytics and university futures
Traditionally, assessment in higher education has focused on the performance of individual students. This focus has been a practical as well as an epistemic one: methods of assessment are constrained by the technology of the day, and in the past they required the completion by individuals under controlled conditions, of set-piece academic exercises. Recent advances in learning analytics, drawing upon vast sets of digitally-stored student activity data, open new practical and epistemic possibilities for assessment and carry the potential to transform higher education. It is becoming practicable to assess the individual and collective performance of team members working on complex projects that closely simulate the professional contexts that graduates will encounter. In addition to academic knowledge this authentic assessment can include a diverse range of personal qualities and dispositions that are key to the computer-supported cooperative working of professionals in the knowledge economy. This paper explores the implications of such opportunities for the purpose and practices of assessment in higher education, as universities adapt their institutional missions to address 21st Century needs. The paper concludes with a strong recommendation for university leaders to deploy analytics to support and evaluate the collaborative learning of students working in realistic contexts
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